Organisational Strategies

Organisational arrangements can be under three general headings -
  1. classroom organisational strategies
  2. school organisational strategies
  3. community organisational strategies
Any combination of these must be considered in conjunction with appropriate curriculum strategies.

Classroom Organisational Strategies

  • independent, pupil-teacher designed learning contracts
  • individual timetabling
  • child pairing
  • grouping children according to ability, preferred learning style, interests, mutual support
  • older cross-age tutor; adult mentor
  • use of self teaching instructional materials - computer assisted programs, audio-visual packaged learning, programmed packages
  • non- graded, self paced programs
  • interest centres
  • involvement in district, state or national competitions, e.g. Science Talent Search, conducted by The Science Teachers' Association.

School Organisational Strategies

(i) Within the school:

  • co-operative or team teaching- teachers share expertise and take responsibility for different aspects of the school's curriculum
  • special clustering - small groupings of children withdrawn from one or more classes to meet a specific need
  • cross-setting - ability grouping of children across year levels
  • heterogeneous groups - composite class groupings of children, e.g., Years 4,5 arid 6; sometimes referred to as family groupings; may also involve non-graded progression and promotions
  • homogeneous groupings - ability' grouping of children of similar age
  • cross-age tutoring - older child working with a younger Child with like interests to assist with the younger child's learning
  • master teacher, itinerant teacher or specialist teacher- usually bringing specific expertise across the year levels supporting classroom teachers by providing individual or group instruction
  • electives Program - non-graded opportunity to pursue individual interests
  • acceleration - the introduction of concepts seen to be well outside general year level expectations to stimulate and better satisfy the needs of some children
  • resource centre - where children can pursue advanced interests. Such a centre would provide for different children at different times.

(ii) Outside the school:

  • concurrent education -attending school, but timetabled for part-time instruction in an institute of higher learning or a place offering specialised instruction
  • cluster groups - special interest activities act up in a central location where particular children from neighbouring schools can meet to participate. Activities may be conducted by teachers from the participating schools or by other resource persons
  • field trips - individual, or small group visitations to meet or work with people who can offer special expertise in an area of investigation, e.g., mentors
  • special interest schools - a way of sharing resources by neighbouring schools specialising in different curriculum offerings. Children can contract to participate in classes, e.g., computer programming, stringed instruments

3. Community Organisational Strategies

  • weekend or evening classes - community members providing instruction in a range of interest areas, e.g., the Queensland Association for Gifted and Talented Children's activities, music and sporting activities, Double Helix Science Club
  • camps or vacation schools - special interest programs conducted by educational groups, e.g., the Mathematics Association camp.
  • mini courses, study groups - provided by tertiary or community-based groups, e.g., the Environmental Studies Association where interested people may participate.
  • community clubs - membership in clubs which meet particular interests and abilities, e.g., birdwatchers club, drama club, chess club.

From: Children with Special Abilities - Curriculum Strategies for Primary Schools. VHS Video, 30 mins, Ministry of Education and Training, Victoria. QAGTC 1994

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